CC BY-NC-ND 4.0 · Journal of Academic Ophthalmology 2017; 09(01): e21-e25
DOI: 10.1055/s-0037-1607238
Research Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Cataract Video Coaching: Surgical Curriculum Enhancement in a U.S. Residency Program

Steven H. Tucker
1   Department of Ophthalmology, Emory Eye Center, Emory University, Atlanta, Georgia
,
Jeremy K. Jones
1   Department of Ophthalmology, Emory Eye Center, Emory University, Atlanta, Georgia
,
Maria M. Aaron
1   Department of Ophthalmology, Emory Eye Center, Emory University, Atlanta, Georgia
,
Yousuf M. Khalifa
1   Department of Ophthalmology, Emory Eye Center, Emory University, Atlanta, Georgia
› Institutsangaben
Weitere Informationen

Publikationsverlauf

16. November 2016

24. Juli 2017

Publikationsdatum:
10. Oktober 2017 (online)

Abstract

The aim of this study was to examine the perceived utility of a video-coaching curriculum in cataract surgery training. This study took place in a conference room at the Emory University School of Medicine. This is an evaluation study using questionnaires after each resident's presentation. A curriculum was developed with a resident presenting surgical cases to a group of students, residents, and faculty. All participants filled out a survey focused on video coaching, performance, and an Objective Structured Assessment of Technical Skill (OSATS) evaluation. Thirteen presenting residents, 99 observing residents, and 35 faculty provided responses for 12 video-coaching sessions. The average OSATS score was lower for presenting residents (3.32) compared with observing residents (4.14) and faculty (4.20) (p < 0.01). All 13 presenting and 99 observing residents as well as all 35 faculty found benefit in video coaching with the subcategories of avoiding errors and overall performance rated as the most beneficial. All 13 presenting and 99 observing residents felt comfortable presenting cases with zero preferring an alternative setting. A formal surgical video-coaching curriculum in ophthalmology is a useful adjunct to traditional surgical curricula. There was a consensus that the curriculum was beneficial for cataract surgery preparation. All participants were comfortable taking part in the curriculum and none preferred an alternative curriculum.

Note

This article was presented as a poster presentation and awarded “Best in Session for Medical Education” at The American Academy of Ophthalmology Annual Meeting, Chicago, IL, October 15–16, 2016. This article was also presented as a poster presentation at The Association of University Professors of Ophthalmology Annual Meeting, San Diego, CA, January 27, 2017.


 
  • References

  • 1 Vozenilek J, Huff JS, Reznek M, Gordon JA. See one, do one, teach one: advanced technology in medical education. Acad Emerg Med 2004; 11 (11) 1149-1154
  • 2 Lenchus JD. End of the “see one, do one, teach one” era: the next generation of invasive bedside procedural instruction. J Am Osteopath Assoc 2010; 110 (06) 340-346
  • 3 Smith RJ, McCannel CA, Gordon LK. , et al. Evaluating teaching methods of cataract surgery: validation of an evaluation tool for assessing surgical technique of capsulorhexis. J Cataract Refract Surg 2012; 38 (05) 799-806
  • 4 Mills RP, Mannis MJ. ; American Board of Ophthalmology Program Directors' Task Force on Competencies. Report of the American Board of Ophthalmology task force on the competencies. Ophthalmology 2004; 111 (07) 1267-1268
  • 5 Swing SR. The ACGME outcome project: retrospective and prospective. Med Teach 2007; 29 (07) 648-654
  • 6 Weiss KB, Wagner R, Nasca TJ. Development, testing, and implementation of the ACGME Clinical Learning Environment Review (CLER) Program. J Grad Med Educ 2012; 4 (03) 396-398
  • 7 Cullen KA, Hall MJ, Golosinskiy A. Ambulatory surgery in the United States, 2006. Natl Health Stat Rep 2009; (11) 1-25
  • 8 Accreditation Council for Graduate Medical Education. ACGME Program Requirements for Graduate Medical Education in Ophthalmology [Internet]. Available at: https://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramRequirements/240_ophthalmology_07012014.pdf . Accessed March 5, 2017
  • 9 Daly MK, Gonzalez E, Siracuse-Lee D, Legutko PA. Efficacy of surgical simulator training versus traditional wet-lab training on operating room performance of ophthalmology residents during the capsulorhexis in cataract surgery. J Cataract Refract Surg 2013; 39 (11) 1734-1741
  • 10 Henderson BA, Ali R. Teaching and assessing competence in cataract surgery. Curr Opin Ophthalmol 2007; 18 (01) 27-31
  • 11 Puri S, Sikder S. Cataract surgical skill assessment tools. J Cataract Refract Surg 2014; 40 (04) 657-665
  • 12 Ezra DG, Aggarwal R, Michaelides M. , et al. Skills acquisition and assessment after a microsurgical skills course for ophthalmology residents. Ophthalmology 2009; 116 (02) 257-262
  • 13 Nandigam K, Soh J, Gensheimer WG, Ghazi A, Khalifa YM. Cost analysis of objective resident cataract surgery assessments. J Cataract Refract Surg 2015; 41 (05) 997-1003
  • 14 Randleman JB, Wolfe JD, Woodward M, Lynn MJ, Cherwek DH, Srivastava SK. The resident surgeon phacoemulsification learning curve. Arch Ophthalmol 2007; 125 (09) 1215-1219
  • 15 Thomsen AS, Kiilgaard JF, Kjaerbo H, la Cour M, Konge L. Simulation-based certification for cataract surgery. Acta Ophthalmol 2015; 93 (05) 416-421
  • 16 Henderson BA, Kim JY, Golnik KC. , et al. Evaluation of the virtual mentor cataract training program. Ophthalmology 2010; 117 (02) 253-258
  • 17 Karam MD, Thomas GW, Koehler DM. , et al. Surgical coaching from head-mounted video in the training of fluoroscopically guided articular fracture surgery. J Bone Joint Surg Am 2015; 97 (12) 1031-1039
  • 18 Vaughn CJ, Kim E, O'Sullivan P. , et al. Peer video review and feedback improve performance in basic surgical skills. Am J Surg 2016; 211 (02) 355-360
  • 19 Rehim SA, Chung KC. Educational video recording and editing for the hand surgeon. J Hand Surg Am 2015; 40 (05) 1048-1054
  • 20 Bonrath EM, Gordon LE, Grantcharov TP. Characterising “near miss” events in complex laparoscopic surgery through video analysis. BMJ Qual Saf 2015; 24 (08) 516-521
  • 21 Bonrath EM, Dedy NJ, Gordon LE, Grantcharov TP. Comprehensive surgical coaching enhances surgical skill in the operating room: a randomized controlled trial. Ann Surg 2015; 262 (02) 205-212
  • 22 Ryg PA, Hafler JP, Forster SH. The efficacy of residents as teachers in an ophthalmology module. J Surg Educ 2016; 73 (02) 323-328
  • 23 Casswell EJ, Salam T, Sullivan PM, Ezra DG. Ophthalmology trainees' self-assessment of cataract surgery. Br J Ophthalmol 2016; 100 (06) 766-771